Picking Your Line – Where Does The Data Suggest We Need To Go

Determining what the literature, research, and data point to as the next disruptive innovation will enable you to proactively leverage the disruptive innovation rather than reactively respond to its effects.

Course Outcome/Goal

Learners will identify technology innovations and embrace them as opportunities rather than challenges, recognizing that they can proactively use those changes as catalysts to enhance their organizations.

Module Outcome/Goal

After completing this module, you should be able to identify, analyze, and evaluate current and potential examples of disruptive innovations.

Introduction Video

Picking Your Line

Readings

Required Readings

2017 – 2012 Horizon Reports – view from https://www.nmc.org/nmc-horizon/ Select the report type appropriate to your interests or organization.
Meeker’s 2018 Internet Trends Report
Meeker’s 2017 Internet Trends Report
Meeker’s 2016 Internet Trends Report
Meeker’s 2015 Internet Trends Report
Meeker’s 2014 Internet Trends Report
The ECAR Study of Undergraduate Students and Information Technology 2017 & 2017 Student and Faculty Technology Research Studies Please note that this is the main ECAR 2017 Studies archive where you will find the Undergraduate Students and Information Technology studies, Faculty studies, Infographic and much more.
2016 Students and Technology Research Study
The ECAR Study of Undergraduate Students and Information Technology, 2015
The ECAR Study of Undergraduate Students and Information Technology, 2014
The ECAR Study of Undergraduate Students and Information Technology, 2013
The ECAR Study of Undergraduate Students and Information Technology, 2012

The list of readings for this module was set up to be purposely overwhelming because you need to be aware of just how much information is available and, more importantly, you need to learn to glean what is valuable and what is not. If you have been following educational technology literature for many years, then you will not be overwhelmed with all this reading, because you will have read each of the reports when they were published. If you are new to the discipline, then you have a bit of catching up to do.

Ideally, you do want to read all the material, but given the time constraints of this course and the fact that you all have lives, I suggest that you look to your class colleagues to share the load of reading and devise a plan to distribute the reading load and to at least look at the following in detail.

At minimum, read the most recent years of the Horizon Report, and then read the Executive summaries, Technologies to Watch, Critical Challenges and Significant Trends sections of the earlier reports. Look for patterns and also critically assess how accurate the earlier reports have been. Compare the predictions and claims of the Horizon Reports with that data in the Internet Trends Report (at minimum, use the report summary). Read the most recent ECAR Study of Undergraduate Students and Information Technology, and review the Key Findings of the previous two studies to identify patterns that will point to disruptive innovations and compare to the Horizon and Meeker reports.

Introducing Your ePortfolio/Blog Site

This is an opportunity for you to share your blog URL with the rest of the class.

Instructions
Copy and paste your blog URL in the subject box of a reply thread at the bottom of this page.

Visit at least 3-5 of your classmates sites. Post a reaction to any of the items that are relevant to this course and which you find interesting.

Progressive Education Discussions

The call for change or reform in education is not new. View the following video, which presents a positive view of progressive education, although it begins with a parent complaining that children are not learning the fundamentals.

Progressive Education in the 1940s

Review the blog post People who like this stuff… like this stuff (https://www.harapnuik.org/?p=5198) and consider why people are resistant to change and what can be done about this resistance.

Instructions

Participate in a class discussion in which you begin by addressing the following issues/questions.

If you were to close your eyes and simply listen to the language, could you recognize some of the same verbiage used today?
As much as things change, they also seem to stay the same.
Why haven’t we seen more significant change in education?
Consider the People who like this stuff… post. Does it apply to your organization?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion–rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

This assignment will be assessed as part of your course participation grade.

Literature Review

Assignment Value: 150 points

The Internet age has brought about an overabundance of literature on almost every subject. The challenge is no longer finding the information but being able to sift through enormous amounts of information and assess what is valuable and what is not. When you are looking for trends it is important to find longitudinal research and reports that help you identify patterns or trends that will reveal which innovations are truly disruptive.

Instructions

From the assigned module readings, compile a literature review that supports your innovation plan and that will help you share what you have learned with your colleagues and community. You will want to have a minimum of 10-12 citations in your literature review so you will need to supplement your readings with a minimum of 5 or more additional articles that point to technologies trends and reference these additional articles in your literature review.

We encourage you to use the traditional document format that can easily be updated and prepared for a potential article submission. The most important aspect of the literature review is to identify who your audience will be and why and how they will use the material. This literature review must be used to help identify innovation opportunities and support the innovation plan and implementation outline that you will develop in this course.

Academic writing is a rule-based process so please refer to and use:

Simple Writing Rules_rev6.pdf

The Literature Review is a well-established form of academic writing so review the following resources from the Purdue Online Writing Lab:

Literature Review definition – https://owl.english.purdue.edu/owl/resource/560/13/
Literature Review overview – https://owl.english.purdue.edu/owl/resource/994/04/
APA Formatting and Styleguide – https://owl.english.purdue.edu/owl/resource/560/1/

The following templates can be used to guide your document formatting. Regardless of what template you use you must still refer to the APA guidelines to make sure that you work follows the APA standards.

APA Template doc – APA template doc.docx
Literature Review Template – Literature_Review_Template30564.pdf

The literature review is due on the third Sunday of the course so you have two weeks to complete your work. The most important part of the writing process is editing so make sure you get a different set of eyes (another person) to help you edit your work.

Submission Details:

This assignment is unique to you, your circumstances, and your organization so you need to determine who your audience is, why and how they will use this information, and what impact you are looking to make. Since you own this assignment, and more importantly the ideas within the assignment, you need to choose how you will format and present this information. Refer to Who Owns the Eportfolio – https://www.harapnuik.org/?page_id=6050 for a more detailed explanation of idea ownership.

Even though your assignment may take the form of a Google document, Word or Pages document, blog post or other digital format to submit the assignment URL you will be required to use the provided document template: Assignment2-EDLD5305-Submission.docx Click for more options

Download the document template,
Post the URL into the space at the top of the document template,
Add your name to the document,
Rename the file with your name and assignment identifier
Upload the file to Blackboard by or before the deadline.

If your assignment submission does take the form of a Word or Pages document then you can simply paste the content into the document template and complete the assignment submission as outlined above.

The School of Education is using this submission process in its online courses for two reasons:

We wish to provide you an offline copy of the assignment instructions that you can refer to.
We want to ensure there is a consistent and permanent record of assignment submissions that can efficiently be converted to hard copy.

Formats:

You can use a document, Google doc, Word or Pages doc, blog post or other format to present your ideas to your audience.
Use the APA format to cite your sources.
Use the assignment name, your last name and first initial (assignment name + last name + first initial) to label your assignment submission.

Add to ePortfolio:

Since this assignment is part of the course outcome of identifying technology innovations, embracing them as opportunities rather than challenges, and recognizing that they can proactively be used as catalysts to enhance your learning environment and organization you will also need to add this to your ePortfolio. In the final module you will be required to consolidate all the course assignments into a cohesive section on your ePortfolio, so we recommend that you add this to your ePortfolio as you go along rather than wait until the end.

EDLD 5305 Innovation Plan
EDLD 5305 Module 1
EDLD 5305 Module 2
EDLD 5305 Module 3
EDLD 5305 Module 4
EDLD 5305 Module 5

Disruptive Innovation – The Ride You’re On

Whether you choose to acknowledge it or not, your organization is riding the waves of change. You have a choice to make. Are you going to go along for the ride and respond reactively to change, or are you going to take charge and be in the driver’s seat, utilizing the change as an opportunity to enhance your institution’s learning environment?

Course Outcome/Goal

Learners will identify technology innovations and embrace them as opportunities rather than challenges, recognizing that they can proactively use those changes as catalysts to enhance their organizations.

Module Outcome/Goal

After completing this module, you should be able to:

Apply the principles of disruptive innovation.
Use technological innovation and change as a proactive catalyst enhance your learning environment.

Video Resources

The Ride You’re on
https://youtu.be/fUej3I2HXeE

Readings

Please read one of the following titles that best aligns with your situation or area of interest:

Horn’s Blended Learning (entire book)
Higher Education – http://www.americanprogress.org/issues/labor/report/2011/02/08/9034/disruptingcollege/
Business – Christensen’s Innovator’s Dilemma (entire book).

Discussion Tips & Grading

Discussion grading is based on the quality and level of collaboration with your classmates. We monitor the discussion forums on a weekly basis to get a sense of the quality of your contributions. We check to see if you are really entering into discussions with your classmates or are you just giving limited or “token” contributions. What is “quality” participation? In the words of Supreme Court Justice Stewart ““I know it when I see it”. There will always be a certain amount of subjectivity when we are considering the quality of discussions and dialogue. To help alleviate this subjectivity somewhat consider the following points. We will take into account whether or not you are responding to or entering into a dialogue with your classmates who may have taken the time to respond to your posts or comments. We will be looking to see if you are you trying to be helpful and share insights. We will also be looking see if you are asking questions that lead to deeper discussions and deeper learning. The right answers are often not nearly as important as the right questions.

At the end of the term we run a statistical analysis to see the distribution of the discussions. We then assign a grade based on the level and quality of participation. To get a higher grade you need to collaborate at a high level with more people. The more helpful you are the better you will do.

We don’t use a discussion checklist because research reveals that when we use this type of a checklist or rubric in online discussions students will simply follow the formula (i.e. make one post and respond to two others or whatever the formula dictates) and do not really enter into authentic collaboration. Collaboration is very important in digital learning and you don’t get effective collaboration using a discussion checklist. How much collaboration is enough—enough to be authentic and helpful.

Disruptive Innovation Discussions

In this assignment, you to consider your reading and are to view the following videos then participate in a discussion with your colleagues. This discussion will give you the opportunity to get a better understanding of Disruptive Innovation and how it applies to education and will enable you to verify the ideas that you plan to use in your first written assignment.

Part 6 — Technology as a Disruptive Force in Education

Disrupting Class – Part 3: Disruptive Innovation in Education

Disrupting Class – Part 4: Blended Learning

Instructions

Participate in a class discussion in which you begin by addressing the following issues/questions.

• What is disruptive innovation and why is it so important?
• How can innovation be a catalyst for change in education or your industry and organization?
• If blended learning is not about the technology but about the learning then why do we overemphasize the technology aspect of this change?
• What models of blended learning can you see working in your organization?
• What are some opportunities for innovation in your organization? How will this impact your innovation proposal?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion–rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

This assignment will be assessed as part of your course participation grade.

The Need for Change Discussions

In Bring on the learning revolution! Sir Ken Robinson makes an entertaining and profoundly moving case for a revolution to our educational systems. Robinson makes the argument that we need to use the advances in the Internet and technology to create a model of education that is organic and that is personalized to a learners unique talents and needs. This discussion will give you the opportunity to get a better understanding of why change is so important and to enable you to verify the ideas that you plan to use in your your first written assignment.

Sir Ken Robinson: Bring on the learning revolution!

Instructions

Participate in a group discussion, which you begin by addressing the following issues/questions.

• Do you agree or disagree with Robinson’s argument?
• What does this say about our learning environments?
• What can we do to change our educational system?
• What technologies exist today that personalize your computing and learning experiences (hint: Amazon…)?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion–rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

This assignment will be assessed as part of your course participation grade.

The Effect of Disruptive Innovation in My Organization

Assignment Value: 75 points

In this assignment, you are to articulate your understanding of how a disruptive innovation can be used to impact and change your organization. As you develop your argument for your innovation proposal take into account the ideas that you have explored in the literature, media and discussions.

Instructions

Create/develop an argument for change in your organization that you plan to implement–this argument for change will be referred to as your innovation proposal. Consider all the points that you discussed with your colleagues in the two Collaborative Discussions when you are making your innovation proposal. Your innovation proposal will provide the foundational background for the literature review, the implementation outline, the promotional video and the final presentation of your innovation plan that you will be developing in the rest of this course.

The innovation proposal can be submitted in any format but keep in mind that it will also be used in your ePortfolio as a part of the final blog post where you present your final plan that you will share with your organization.

Two Step Submission

An accurate understanding of how innovation can be used as a catalyst for change in your organization is so fundamental to your innovation proposal and to all other assignments within this course that we need to confirm that you are on the right track and have a solid foundation for which to base the rest of your course work. Therefore, we will be using the following two step submission process:

Step 1

You will submit your completed proposal by 11:59 PM CST on the first Sunday of the course. This assignment will be reviewed but not graded and feedback will be provided to confirm that you are on the right track. You must submit this assignment directly via email to your instructor.

Step 2

You will then take into account your literature review in week two and case study examinations in week three to the help revise and update your ideas and then submit a final version of your innovation proposal by 11:59 PM CST on the Friday night of Week 3. This submission will be graded and must follow the following submission details.

Submission Details:

This assignment is unique to you, your circumstances, and your organization so you need to determine who your audience is, why and how they will use this information, and what impact you are looking to make. Since you own this assignment, and more importantly the ideas within the assignment, you need to choose how you will format and present this information. Refer to Who Owns the Eportfolio – https://www.harapnuik.org/?page_id=6050 for a more detailed explanation of idea ownership.
Even though your evidence of learning for this assignment may take the form of a Google document, video, presentation ( SlideShare), blog post or other digital format, to submit the assignment URL you are required to download and use the provided assignment document template Assignment1-EDLD5305-Submission.docx Click for more options

Download the document template (above)
Past the URL into the space at the top of the document template,
Add your name to the document,
Rename the file with your name and assignment identifier,
Upload the file to Blackboard by or before the deadline.

If your evidence of learning does take the form of a Word document then you can simply paste the content into the document template and complete the assignment submission as outlined above.
The School of Education is using this submission process in its online courses for two reasons:

We wish to provide you an offline copy of the assignment instructions that you can refer to.
We want to ensure there is a consistent and permanent record of assignment submissions that can efficiently be converted to hard copy.

Formats:

You can use a document, google doc, presentation (SlideShare), video, infographic, blog post or any other format to present your ideas to your audience.
Use the APA format to cite your sources.
Use the assignment name, your last name and first initial (assignment name + last name + first initial) to label your assignment submission.

Add to ePortfolio:

Since this assignment is part of the course outcome of identifying technology innovations, embracing them as opportunities rather than challenges, and recognizing that they can proactively be used as catalysts to enhance your learning environment and organization you will also need to add this to your ePortfolio. In the final module you will be required to consolidate all the course assignments into a cohesive section on your ePortfolio, so we recommend that you add this to your ePortfolio as you go along rather than wait until the end.

EDLD 5305 Innovation Plan
EDLD 5305 Module 1
EDLD 5305 Module 2
EDLD 5305 Module 3
EDLD 5305 Module 4
EDLD 5305 Module 5

Course Goal
Students will apply constructivist learning theories and instructional design principles in the development and delivery of a course utilizing significant learning environments through selected online course management tools.

Week 1

Please note: Only one text is required — select the text appropriate to your current situation:

K-12 educators:
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.

Higher Education:
Christensen C. M., Horn M. B., Soares L., & L. Caldera. (2011). Disrupting college: How disruptive innovation can deliver quality and affordability to postsecondary education. http://www.americanprogress.org/issues/labor/report/2011/02/08/9034/disrupting- college/

Business focus:
Christensen, C. (2013). The innovator’s dilemma: when new technologies cause great firms to fail. Harvard Business Review Press.

Supplementary Text for Higher Education:
Christensen C. M., & H. J. Eyring. (2011). The innovative university: changing the DNA of higher education from the inside out. San Francisco: Jossey-Bass.

Week 2

• 2017 – 2012 Horizon Reports – view from http://www.nmc.org/publication-type/horizon-report/ Select the report type appropriate to your interests or organization.
• Meeker’s 2018 Internet Trends Report
• Meeker’s 2017 Internet Trends Report
• Meeker’s 2016 Internet Trends Report
• Meeker’s 2015 Internet Trends Report
• Meeker’s 2014 Internet Trends Report
• The ECAR Study of Undergraduate Students and Information Technology 2017 & 2017 Student and Faculty Technology Research Studies Please note that this is the main ECAR 2017 Studies archive where you will find the Undergraduate Students and Information Technology studies, Faculty studies, Infographic and much more.
• 2016 Students and Technology Research Study
• The ECAR Study of Undergraduate Students and Information Technology, 2015
• The ECAR Study of Undergraduate Students and Information Technology, 2014
• The ECAR Study of Undergraduate Students and Information Technology, 2013
• The ECAR Study of Undergraduate Students and Information Technology, 2012

The list of readings for this module was set up to be purposely overwhelming because you need to be aware of just how much information is available and, more importantly, you need to learn to glean what is valuable and what is not. If you have been following educational technology literature for many years, then you will not be overwhelmed with all this reading, because you will have read each of the reports when they were published. If you are new to the discipline, then you have a bit of catching up to do.

Ideally, you do want to read all the material, but given the time constraints of this course and the fact that you all have lives, I suggest that you look to your class colleagues to share the load of reading and devise a plan to distribute the reading load and to at least look at the following in detail.

At minimum, read the most recent years of the Horizon Report, and then read the Executive summaries, Technologies to Watch, Critical Challenges and Significant Trends sections of the earlier reports. Look for patterns and also critically assess how accurate the earlier reports have been. Compare the predictions and claims of the Horizon Reports with that data in the Internet Trends Report (at minimum, use the report summary). Read the most recent ECAR Study of Undergraduate Students and Information Technology, and review the Key Findings of the previous two studies to identify patterns that will point to disruptive innovations and compare to the Horizon and Meeker reports.

Week 3

Review the following resources that explain how ACU leveraged the disruptive power of the iPhone and iPad as a catalyst for the change in learning on their campus:

• ACU Connected the Movie
• Review the video materials in the ACU Mobile Learning Media Gallery.
• Download and review the 2010-2011, 2009-2010, and 2008-2009 Mobile Learning Report from the side column of the ACU Mobile Learning Media Gallery.
• You can also review the ACU Connected resources on iTunes

If you are considering a 1 to 1 initiative review the MTLI site and pay particular attention to:

• About the MTLI – explains the how and why of the program
• Research & Evaluation Reports – the published results of what worked, what didn’t and why.
• MTLI Manual – provides all the details of how the program works.

If you are considering a 1 to 1 iPad initiative review the:

• Franklin Academy High School Initiative Wiki

If you are considering a blended learning initiative review:

• Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015
• Blended Learning Implementation Guide: Version 2.0
• Implementation of Blended Learning at the School Level: A Case Study of the iLearnNYC Lab Schools
• Blended Learning in DC Public Schools: How One District is Reinventing its Classrooms

Regardless of your interest in mobile learning, 1 to 1, blended learning, or other technology-focused initiative it is always a good idea to keep the right perspective that it isn’t just about the technology it is about the learning. John November does a wonderful job reminding us of this in his article:

Why Schools Must Move Beyond One to One Computing

Similarly, AJ Juliani talks about starting with learning beliefs and learning principles even before talking about technology in his post:

Why We Went Multi-Device, Multi-Platform for Our 1:1 Initiative

Week 4

Digital Storytelling Cookbook – Must be downloaded from within the course BB

Dwayne’s DIY Video Creation Toolbox – if you are wondering what camera, mic, lighting, and editing software that you should use for your video this is the first place to start.

Week 5

Are You An Innovative Educator? Here’s How to Find Out